Journal article
Supplementing a neuroanatomical module with YouTube videos does not improve student learning outcomes
Clinical Anatomy, Vol.31(8), E126
2018
Abstract
Curriculum changes resulting in reduced contact time, and the implementation of the “Learning & Teaching Strategy”¹ at Murdoch University, have prompted the adoption of “Blended Learning” in many units. Blended learning has been reported to improve student outcomes in a gross anatomy course for second-year physiotherapy students at La Trobe University². The effect of blended learning on the academic performance of second-year health profession students, who have been taught anatomy at an undergraduate medical level3,4, has not been investigated…
Details
- Title
- Supplementing a neuroanatomical module with YouTube videos does not improve student learning outcomes
- Authors/Creators
- A.J. Meyer (Author/Creator)E.M. Ardakani (Author/Creator)
- Publication Details
- Clinical Anatomy, Vol.31(8), E126
- Publisher
- Wiley
- Identifiers
- 991005544149207891
- Copyright
- © 2017 Wiley Periodicals, Inc.
- Murdoch Affiliation
- School of Health Professions
- Language
- English
- Resource Type
- Journal article
- Additional Information
- Poster abstract presented at the Australian and New Zealand Association of Clinical Anatomists (ANZACA) 13th Annual Meeting “Artful Anatomy” 7th–9th December 2016, Australian National University (ANU) Medical School, Canberra, Australian Capital Territory, Australia
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- Citation topics
- No Topic Assigned
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- Web Of Science research areas
- Anatomy & Morphology
- ESI research areas
- Clinical Medicine